Read: GCSE results highlight a widening regional divide

This week’s GCSE results returned to pre-pandemic levels but they also indicated a widening regional divide amongst a cohort of pupils that had already been adversely affected by the impact of Covid.

This summer’s results saw grades adjusted to moderate levels following a spike in top grades awarded during the pandemic when teacher and centre assessed grades were used. Ministers hope the move will add ‘weight and credibility’ for employers. Unsurprisingly, pass rates fell for a second year running, with 68.2% of all grades marked at Grades 4/C and above. The drop in grades in Wales and Northern Ireland was not so steep, with results between 2019 and 2022 levels.

There are, however, significant differences between regions in England. A north-south divide existed before the pandemic but the gap between the regions with the highest and lowest proportions of top grades has grown from 9.3 percentage points in 2019 to 10.8 percentage points this year. Overall, 26.5% of this year's GCSE grades in England were marked at the highest grades - 7 or above (A and A*) - but that varies considerably depending on where you live. In London it was 28.4%, but in the North East it was just 17.6%. The rate of grades awarded at 4/C this year also showed big differences between different regions with the highest - London at 72.6% and the south east at 70.7% - compared to the lowest - Yorkshire and the Humber at 64.4% and the West Midlands at 63.9%.

While the geographical gap widened, the gender grade disparity narrowed. The gap in the top grades between boys and girls had grown during the pandemic but this year closed to its smallest level since at least 2016, with a difference of 5.8 percentage points. Just over a quarter of girls’ GCSEs were grade 7 or above - similar to the level seen before the pandemic - but boys’ results awarded a top grade were 0.9 points higher than in 2019, at 19.5%.

Pupils in this year’s GCSE cohort faced periods of school closure and remote learning when they were in years 8 and 9, and their learning has been further disrupted by industrial action over the past year. Many have found it difficult to return to school on a regular basis since the pandemic with pupil absences significantly up and persistent absence a particular cause for greater concern.

The pandemic undoubtedly exacerbated inequalities in pupil outcomes and this year’s GCSE results emphasise the continuing disadvantage gap. Pupils in the poorest areas who had already been hardest hit by the impact of Covid are again those who are experiencing the worst outcomes. It remains a challenging environment but there is a clear need to address the issue to avert the risk of a lost generation.